Contains suggestions from six contributors, including the use of parents as an audience for beginning readers; outdoor activities to motivate readers; word order recognition exercise; a books-by-mail library service for rural students; using remedial students to read to younger children; and a language arts/social studies project. (FL)

Explains six tasks which require comprehension of words and which can be used to teach beginning readers. (MKM)

Presents a seven-step technique for teaching primary school students to recognize function words. Describes a method for eliciting parent help in the task and offers suggestions for review and follow-up activities. (FL)

Suggests a variety of class activities using word banks. (MKM)

Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Offers a set of lesson plans that use simple semantic word maps to help students improve their vocabulary knowledge and comprehension in all subject areas. (FL)

Suggests methods of direct instruction, such as a commercial kit, for developing student ability to use context clues in reading. (RL)

Includes short reports from four elementary school teachers about vocabulary development, stimulation of student writing, and the effects of parents' reading to their first-grade children. (RL)

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

Outlines diverse strategies (contextual clues, palindromes, figurative language/idioms, etc.) for increasing vocabulary skills of gifted readers in the lower primary grades, using children's literature to supplement good tradebooks. (NKA)